1. Gathering and welcoming the group:

2. Presentation of Icebreaker:

3. Discussion of group goals and purpose:

4. Presenting ground rules and expectations:

5. Discussion of confidentiality:

6.     Discussion of participation:

7.     Group discussion and addressing conflict:

8.     Closing the initial session:

In the norming stage it is very important to create an atmosphere where all members feel welcome and comfortable being in a group setting.  As a member of a group each person has a set of “expectations, concerns and anxieties” (Corey et al., 2018).  Counselors play an important role in setting the tone and clear expectations to the group members in order to create a unified group.  According to Corey et al.(2018), in order to build this level of trust in a group the counselor needs to allow group members to develop norms, identify group goals, clarify themes, and determine if the group is a safe place for each of the members. Group cohesiveness can create an ideal environment for the leader and the members.  A safe, welcoming atmosphere allows for each of the the members to build a trusting relationship.  

Without trust, members may not feel comfortable sharing personal aspects of themselves, develop individual goals, and focus on their own self-growth (Corey et al., 2018). Feeling safe is foundational for members to establish trust. Therefore, the group leader should engage themselves in a way that helps foster trust amongst group members and the members and leader. A powerful way a group leader can foster trust is through modeling (Corey et al., 2018). By interacting respectfully, attending to the nonverbal communications of group members, listening, and expressing empathic understanding, while remaining authentic and genuine, the leader(s) communicate the expected behaviors of group members and work to establish a climate which the group feels safe to interact (Corey et al., 2018).  

However, trust cannot be established through modeling alone. The group leader(s) have a responsibility to establish trust within the group, and sometimes conflict may arise that threatens the established trust of group member relationships. In the event of a conflict, the group leader should address the conflict in a caring and honest manner, that not only models positive conflict resolution practices, but also tends to the emotional vulnerability of the group members (Corey et al., 2018). In the event of group conflict, checking in with members can express care, and can help members process and express how the conflict affected them. 

Fostering trust can also be initiated through group activities and icebreakers. Activities and icebreakers that promote teamwork and collaboration can work towards establishing trust between group members. Icebreakers also promote sharing of personal information, and discussion, allowing members to relate to one another. An example of an icebreaker is listed in the following section.

            As the norming stage begins to form, we must consider the diverse group of students to ensure respect for differing cultural attitudes and beliefs. If any student is hesitant to share with the group, there is a chance that he or she is not necessarily being uncooperative, but instead adhering to their cultural upbringing (Corey et al., 2018). Students with diverse backgrounds may approach people differently and share limited information and emotions with others. Proper handling of these situations requires us to encourage the members to speak of their hesitations and to explore how they can best benefit from the group (Corey et al., 2018). We will ask our elementary students the following questions as exampled by Sink et al. (2012):

            After having discussions about their diverse experiences and cultural backgrounds, we will need to address the differences in developmental levels, gender, and other areas of the students’ lives. To begin, a brief overview of the students’ backgrounds is necessary while understanding that all students are unique (Sink et al., 2012). To ensure comfort and safety amongst the group, students will need a reminder of the importance of group confidentiality. Likewise, we will approach rapport building with patience, allowing for trust to build amongst those who are different. Our minority students and those with developmental differences will need time to learn to trust us and feel comfortable sharing with the group. The working stage cannot be started until trust is built (Sink et al., 2012). 
            There will be subgroups in our elementary group other than cultural and racial differences. Some of our students will be from different socioeconomic levels and learning levels (Sink et al., 2012). These differences are important to our anti-bullying plan because Buckeye Elementary is diverse. According to the United States Department of Education (2016, as cited in Wee et al., 2022) the current rates of minority bullying victims are 24.7% for Black students, 17.2% for LatinX students and 15.6% for Asian students. Likewise, students with developmental, physical, emotional, and sensory disabilities are often victimized by bullying (Wee et al., 2022). These participants may have different experiences with bullying compared to majority peers.
            While students were prescreened, the above diversity considerations are a critical part of the norming stage. Making each student feel comfortable, safe, and accepted in our priority in our group setting. The American School Counselor Association (ASCA) (2022) states that our program must be culturally responsive (A.1.d. and A.7.j.) and provide equitable accesses to participating in our group (A.7.b.). Our prescreening of students did not exclude any student based on ethnicity, race, developmental level, socioeconomic background, or gender. Diversity concerns remain a top priority as we begin our groupwork. One of our goals of our group counseling program is to “[a]ctively work to establish a safe, equitable, affirming school environment in which all members of the school community demonstrate respect, inclusion and acceptance” (ASCA, 2022).

In the beginning, the counselor will speak to the members of the group about getting to know one another and feeling comfortable with each other (Corey et al., 2018). They will understand that the activities they are doing together is meant to make them feel safe and trusting of one another. As the group moves into the storming stage, the counselor will directly speak on confronting conflict and continue to establish trust among group members (Corey et al., 2018). For example, if one student is disrespectful to another, the counselor will explain that this is a normal conflict for a group and it is the collective job of the group to resolve the conflict before moving on. As the group moves into the working stage, students will receive feedback about their work (Corey et al., 2018). The counselor will discuss the growth with the group. They will understand that they have moved past moments of conflict and anxiety into a stage of open communication and risk taking. Finally, as the group comes to a close, the counselor will prep group members for the end (Corey et al., 2018). The counselor will talk to students about separating and what that will look like in their lives once the group is truly over. The counselor will review the work that has happened and will share the purpose of evaluation with the group members. Members will be aware of follow-up meetings and how to stay accountable for the values they have learned. 

Trust and Connection Activities
Members of a group in the storming stage are still developing trust and feeling a sense of safety sharing personal aspects of themselves, and may show signs of anxiety (Corey et al., 2018; Sink et al., 2012). Therefore, activities and icebreakers should focus on further development of group trust. The lack of trust within group dynamics may manifest a reluctance to participate, focusing on helping others rather than exploring their own growth, directly or indirectly asking for advice or instruction, and a lack of initiation, to name a few (Corey et al., 2018). Defensiveness and reluctant behavior can be understood as a self-preserving or protective measure, and a symptom of a lack of felt security (Corey et al., 2018). Team building exercises can mitigate some of the problems or concerns that arise in the storming phase (Sink et al., 2012). Sink et al. explains that providing a collaborative exercise can redirect focus from negativity, towards achieving a common goal; this helps the group to recognize how working together can effectively help all members. Therefore, group activities should be sensitive to foster trust safety, and employing team building exercises can further group participation.

The wrinkled heart exercise aims to build empathy amongst group members. Because this exercise uses both verbal and nonverbal communication, it is intended to promote participation amongst group members who may be uncomfortable with in depth verbal disclosures, as it allows them to participate in a more reserved manner. Because the exercise also attempts to foster empathy amongst the group, it works towards building a sense of safety, so that members feel more confident in making personal disclosures within the session and subsequent sessions.  

The levitating hula hoop activity requires group members to work collaboratively at achieving a common goal. While the task of raising, lowering, or tilting the hula hoop may seem simple, it requires all members to work together. By working as a team, the intent is to promote group cohesion and refocus negativity and reduce reluctance to share by creating an environment that is both lighthearted and engaging. 

3.     What types of activities are significant for this specific age group and group topic? (Olivia)

Diversity in the Storming Stage
During the storming stage, it is to be anticipated that students will begin to develop some anxiety and avoidant behaviors (Sink et al., 2012). These behaviors can occur outwardly or inwardly and toward any group member, including the counselors. To alleviate this anxiety amongst the diverse group of students, we as school counselors will continue to build rapport with open communication. As students begin to feel accepted, the group will become more cohesive (Sink et al., 2012). Throughout the sessions, we must be mindful of our privilege as White counselors and focus on cultural awareness as we proceed (Corey et al., 2018). 

As we prepare for the sessions, the following cultural considerations of each child need addressed amongst the leaders: family story, family support, language proficiency, educational history, and proximity to own and other cultural groups (Sink et al., 2012). Likewise, some diversity categories to address are, but not limited to ethnic and racial background, English-Language Learners (ELL), immigrants, and first-generation students. Each of these groups will respond differently in the sessions, and this will be planned for prior to each activity.  

As the groups progress, one of the main issues to be aware of is scapegoating. This would occur when one student is targeted as the one to direct negative energy, frustration, and hostility toward (Corey et al., 2018). According to Cheng et al., (1998, as cited in Sink et al., 2012) racial and ethnic minority students can become targets of scapegoating due to the uniqueness in racial characteristics, cultural beliefs, and levels of political, social, and economic status is society. The students may not be as appreciative of the diversity. We will address scapegoating with the student or students doing the scapegoating, rather than the student it is directed toward (Corey et al., 2018).

Processing and Closure of Activities and Sessions

Behaviors that can be identified in this session include (Corey et al., 2018):

As a leader it is imperative to note that any of these behaviors can escalate and create issues in a group therapy session.  A good leader can identify these issues and build opening and closing activities that allow for the diverse individuals to work through and address some of the behaviors as the group moves forward.  In order to escape the anxiety and avoidance issues that come with this stage it is very important to find opening activities and icebreakers to break this cycle. Because silence and lack of participation during this stage can be encountered the leader needs to identify what members of the group have established these characteristics and locate activities and icebreakers that are not going to worsen these types of behaviors.  Finding inviting activities that will not make them feel singled out and identified for this behavior will create an atmosphere that will engage them when they feel comfortable to do so (Corey et al., 2018).

One of the goals of closing each session is to have each member participate in the session, however due to some of the above behaviors it is important to realize this may not happen verbally (Corey et al., 2018).  One way to get students involved without talking is to have them fill out an exit slip called Ticket Out the Door about their thoughts from the day.  This could be a quick post note placed on an exit slip chart.  This intervention and activity is one way for the leader to quietly check in on students that may be anxious or afraid to speak during the group.  

Activities for Development
In the working stage, members engage in deeper self-exploration and leads into experimentation with new behavior (Corey et al., 2018). For elementary age students partaking in an anti-bullying group, the working stage provides an opportunity for students to explore how their own thoughts, feelings and behaviors are constructive or destructive, and start to develop heathier, more constructive patterns. Using the mountain activity, students will explore how their choices, and behaviors are formed, and how their behaviors impact others. In the following session, using the Stop-Walk-Talk activity, students will ‘try on’ alternative behaviors, through role playing practice, and assess how these alternative choices work to meet their need to feel included, build healthy peer relationships, and conduct oneself respectfully. Further, icebreakers and group discussions that elicit interpersonal conflict will be addressed, which can provide context for how to deal with conflict in their everyday lives outside of the group (Corey et al., 2018)

Activities that should be completed as the group transitions through the termination stage are based around the idea of closure (Corey et al., 2018). The group will complete reflective activities during the closing session and will complete a follow up in the future. Some reflective activities that will be important for the students to complete are mostly discussion based around the topics of community, acceptance, and application. Students will discuss how being in the group made them feel and how they feel that it has changed them or their thinking. The group will also engage in discussion about their favorite activities or most important things they learned while participating in the group. It will also be important for the group members to identify things they learned that they can apply in their own lives. 
During the follow up, students will complete a survey to provide data about the group that can help drive the program for future group members. It will be important for this survey to cover the content, the feelings of members, and evaluation of the counselor. 

The tasks of this stage is to help the group members understand the meaning behind the information they've received from the group. The group leader must assist members in understanding how this information translates into their real life experiences (Corey et al., 2018). It is important during this time to review the experience, as well as the content of the group. The end of the group is the time set aside for group members to say good-bye and to process their feelings and thoughts about the experience as a whole (Corey et al., 2018). Group members must be given the opportunity to share how they are feeling about the end. They should discuss things about their hopes and goals, as well as their fears for the future. It is also important to let the group members know about follow up and group evaluation at this time. 
One way that we will complete this in our group is through the Closing Ritual that we have used throughout the group's lifespan. AS the group leaves each session, they leave their mark by adding a thumbprint to a heart on the wall. This will be the last thumbprint that they add to the group picture. Once all thumbprints are added, members will have a picture taken together with it. During follow ups, the counselor will have the picture printed to give a copy to each group members. 

All of the work students have been doing in this group translates to their relationships with others in their worlds outside of the group. In the first session, they are establishing group norms which translates to using boundaries in their relationships. In the second session, students identify what is and isn't bullying. This will be important for their interactions with peers because it provides them with an insight to the perspective of others and how words affect us all in different ways. In the third session, students are learning about each others similarities and differences to gain more empathy, which is a skill all people need to have successful relationships. Students learn how their words and actions affect others in the fourth session. Then, in the fifth session, students begin to have a better understanding of how their feelings, thoughts, and behaviors work together to create an experience. The learn a strategy to assist when they witness or a part of bullying in the seventh session. In the last session, students put all of this together to show what they know about bullying and share it with the school community through making posters. All of these sessions will be beneficial to their relationships outside of the group.

Consider how diversity impacts the development of this stage of group counseling. 

In the final stage, members address feelings of separation, and generalize what they have learned as it applies to their everyday lives, so that they can continuously apply their knew knowledge without discounting the group work (Corey et al., 2018). Termination can elicit different behaviors from members which may illuminate how they individually and collectively manage pain and loss (Corey et al., 2018). Feelings of separation can vary member-to-member, and thus a wide array of expressions can be expected. Expressing one’s feelings of separation, vulnerability and loss may vary by gender, cultures, and previous experiences with loss and abandonment. Additionally, creating a supportive network for members post-group can help reinforce the skills and information learned in the group (Corey et al., 2018). With students having different social networks, home-life circumstances, and family dynamics, this may pose variability in identifying support networks outside of the group. 

According to ASCA (2020), group counseling reduces “social isolation and negative emotions” and can “increase positive peer relations and a sense of belonging” (para. 2).  Therefore, addressing bullying behavior in elementary school ages, we aim to mitigate the academic, social, and emotional risks that bullying imposes on children’s development. This group aims to bring students together by helping them find commonalities, build trust, and competence in their behavior choices and interpersonal skills, which can offer a sense of belonging and lead to fostering positive peer relationships.  

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association (2019). The ASCA National Model: A Framework for School Counseling Programs, Fourth Edition. Alexandria, VA: Author.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole. 

Eriksen, T. L. M., Nielsen, H. S., & Simonsen, M. (2014). Bullying in elementary school. Journal of Human Resources, 49(4), 839-871.

Mandira, M. R., & Stoltz, T. (2021). Bullying risk and protective factors among elementary school students over time: A systematic review. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101838

van der Ploeg, R., Steglich, C., & Veenstra, R. (2020). The way bullying works: How new ties facilitate the mutual reinforcement of status and bullying in elementary schools. Social Networks, 60, 71–82. https://doi.org/10.1016/j.socnet.2018.12.006

Wee, S., Kim, S. J., & Kim, J. (2022). “Don’t bully! We are all different”: Pedagogical potential of early critical literacy with bullying-themes. Journal of Early Childhood Research, 20(4), 463-478. https://doi.org/10.1177/1476718X221087067

Capuzzi, D. and Stauffer, M., 2016. Counseling and psychotherapy: Theories and interventions. John Wiley & Sons.

Etsy. (n.d.). Emotions and feelings chart printable. [Pinterest Board]. Pinterest. Retrieved from https://www.pinterest.com/pin/916412224152038413/

Fort Worth Independent School District (FWID). (2016). Disrespect: "It's not okay" and elementary guidance curriculum. Retrieved from https://www.fwisd.org/cms/lib/TX01918778/Centricity/Domain/942/INOK%20and%20Guidance%20Book.pdf

Loveless, B. (2023). Bullying epidemic: Facts, statistics, and prevention. Education Corner. https://www.educationcorner.com/bullying-facts-statistics-and-prevention.html

PACER. (n.d.) A wrinkled heart. https://www.pacer.org/bullying/classroom/elementary/activities/wrinkled-heart.asp

Ross, S., Horner, R., & Stiller, B. (n.d.). Bullying prevention in positive behavior support. Bullying Prevention. Retrieved March 20, 2023, from https://www.stopbullying.gov/sites/default/files/2017-10/bullyprevention_ES.pdf 

SarahGraceClub. (n.d.). The rainbow (anti bullying short film). [Video]. Youtube. https://www.youtube.com/watch?v=awUU9282UYM&t=19s

Stand for the Silent. (2022). Bullying and mental health. https://standforthesilent.org/bullying-and-mental-health/bullying/

StopBullying.gov. (2021, August 1). Ohio anti-bullying laws & policies. https://www.stopbullying.gov/resources/laws/ohio

TheraPlatform. (2023, March 21).  Icebreakers for Group Therapy. https://www.theraplatform.com/blog/368/icebreakers-for-group-therapy.

WeAreTeachers Staff. (2022, September 6). Best classroom posters, decor, and incentives you can buy on Amazon. We Are Teachers. https://www.weareteachers.com/anti-bullying-posters-decor/

Wood, C. (2007). Yardsticks: children in the classroom, ages 4-14. 3rd ed.Turner Falls, MA, Northeast Foundation for Children

3. Ask students to circle words on a worksheet they have heard or used in school before.
4. Introduce and begin activity.

Activity:

1. Provide each student with a cut out paper heart. Have students share things that hurt their feelings and create a fold after each idea they share.

2. Have students share things that make them happy or feel appreciated, unfolding the heart each time they share.

3. Discuss with students how hurtful words can affect someone’s heart. Explain how the wrinkles won’t necessarily ever come out of the heart. Discuss ways to demonstrate kindness to avoid making wrinkles in someone’s heart.

CLOSING RITUAL:
1. Ask students something they learned from this activity. To facilitate a closing discussion, the following question could be asked “What did you learn about how words and actions can make someone feel?”
2. Thank the students for participating and remind them of the next session.
3. Students will add another thumbprint to the heart that we have been creating as they walk out the door.

GOALS AND OBJECTIVES
A goal of this activity is that students will think critically about the effects of hurtful words and actions (B-LS 1, ASCA, 2019). Under this learning strategy and behavioral standard, students should be able to make decisions using critical thinking skills (ASCA, 2019). The hands-on approach will allow students to think differently about how words and actions are impressionable on others, allowing them to make healthier and kinder decisions when interacting with others. These better-informed decisions will lead to less bullying amongst one another.

Another goal is that students will demonstrate more empathy toward peers following the activity (B-SS 4, ASCA, 2019). Remembering that “wrinkles” may never fully recover, the hope is that they choose words and actions more thoughtfully to prevent others from having long-term effects caused by their choices. They will also notice this behavior in other students, ideally becoming advocates (B-SS 8, ASCA, 2019) for anti-bullying and standing up for those who are bullied.

Under B-SS 8 also includes the ability to assert the self, when necessary (ASCA, 2019). Not only will this activity allow students to see how their behaviors make lasting impressions on others, but also, they will begin to realize how others’ behaviors make an impression on themselves. This activity will teach them how to recognize what hurts them, initiating a conversation on how to protect their “hearts from wrinkles” going forward. 

PROCESSING CONSIDERATIONS
According to Reality Therapy/Choice Theory framework, “human behaviors are composed of doing (actions), thinking, feeling, and physiology" (Capuzzi & Stauffer, 2016, p. 315). The students will explore their feelings towards both hurtful words and actions, and the counselor will facilitate the group by fostering the group to work toward the essential need of belonging. We will focus on changing the “action” to help them think differently: that is, the heart paper represents a visual change of hurtful and impactful words. If they can process this visually, the hope is that they will choose their words and actions carefully to positively impact others.

Processing Questions: 

1. What did you learn from this activity?

This question allows the students to lead the discussion (Sink et al., 2012). However, the following questions are more specific and will help guide the discussion to stay on track with the activity:

2. What did you learn about how words and actions can make someone feel?

Hopefully, students will talk about how their words and actions can “stick with someone for a very long time.” 

3. What did you learn about how words and actions can make you feel?

The kids need to explore their own feelings and thoughts about “wrinkles” in their hearts. 

4. How can you help others from getting wrinkles in their heart (PACER, n.d.)?

This question is ideal for allowing kids to explore ways to advocate for others and themselves. 

In the subsequent meeting in the norming stage, the group leader will utilize an icebreaker to promote trust, problem solving, and communication. An example of this may be the backwards obstacle course as outlined in a following slide.  Following the icebreaker, the leader(s) will facilitate a group activity outlining what is and is not bullying. This aims to establish the group members understanding of acceptable and unacceptable behaviors. Discussion following the activity may be centered upon how our positive and negative behaviors are effective or ineffective. Reality Therapy and Choice Theory posit that behaviors aim to fulfill needs (Glasser, 1998 as cited by Beebe & Robey, 2011). Thereby, exploring members current behaviors, and how they function in their lives, the leader and members can identify maladaptive behaviors, and establish personal goals. When the facilitator is aware of how members’ bully behaviors fulfill their needs, more socially acceptable behaviors can be identified and practiced (Beebe & Robey, 2011). This work will be done in the subsequent stages of the group counseling process. By identifying the members maladaptive behaviors and establishing goals the group members can work towards replacing negative behaviors with more socially acceptable behaviors in subsequent sessions. Thus, the norming stage of this counseling group focuses on building rapport amongst the group, fostering a safe environment, and establishing an understanding of bully behavior as well as identifying personal change goals. 

3. Create groups of three and have members briefly make a small obstacle course with folders, pillows, chairs, etc. Masking tape can be used to block off a general pathway beforehand. 
4. Instruct the members to establish a ‘walker’ & two ‘talkers’. 

5. The two ‘talkers’ will hold onto the ‘walker’, gently by their elbows. The ‘walker’ will walk backward through the obstacle course, guided by the two ‘talkers’ instructions. 

6. Once all small groups completed the activity, briefly discuss was hard and easy about this activity, or what they liked or disliked. 
 
 

1.     Use masking tape and have a pre-established line on the ground.

2.     Have the members line up on the tape line and use either end of the tape as AGREE or DISAGREE, with in the middle being SOMEWHAT AGREE/DISAGREE

3.     The group leader will ask “It is ok to…” or “It is bullying if I…”

a.      Hit/punch/smack another student

b.     Call another student names, or tease them

c.      Call them a nickname

d.     Yell at another student

e.      Threaten another student

f.       Exclude another student on purpose

g.     Spread rumors or lies about another student

h.     Play with other students I typically don’t talk to 

i.       Invite another student to work or play with me

4.     The leaders will provide clarification if there are questions, but statements should remain brief, so that members can think deeply about if, when, or why they do any of these behaviors. 

5.     Discuss the group members responses.

6.     Have students share one thing they felt they do well, and one thing they can work on. 

7.     Prompt them to generate a goal based on what they felt they could work on, or what they want. 

CLOSING RITUAL: Snowballs
1. Ask students to think of something they learned at today’s session and write it down on a small piece of paper
 2. Have the students crumple the paper and throw it into the middle of the group.

3. Each member picks up a piece of paper, opens it, and reads aloud what the note says.

3. Thank the students for participating and remind them of the next session.
4. Students will place another thumbprint on the heart as they walk out the door.
 
 GOALS AND OBJECTIVES
Students will work with others, in small teams, to achieve a common goal of completing the obstacle course. This icebreaker requires teamwork, promotes communication, and helps build trust (BSS-6, ASCA, 2019). The main activity aims to inform and assess the student’s knowledge and perpetration of bullying behaviors. This activity provides foundational knowledge that will inform their personal goals of changing their behavior (BSMS-2, ASCA, 2019) 

 
 PROCESSING CONSIDERATIONS
According to Reality Therapy and Choice Theory, the goal of counseling interventions is to help clients fulfill their needs (Capuzzi & Stauffer, 2016). This process starts by exploring current behaviors and how they serve to fit the client’s needs as they relate to power, fun, belonging, and freedom (Capuzzi & Stauffer, 2016). Thus, within the group discussion, behaviors may be related to or understood as serving one of their individual needs. Students are asked what they could work on, or what they want, which serves as their goal as it aligns with Reality Therapy and Choice Theories WDEP model (Capuzzi & Stauffer, 2016).

This understanding can help inform possible replacement behaviors that are more socially acceptable. Choice theory notes that behaviors are the summation of one’s choices, therefore, when restating, summarizing, or using therapeutic skills, the counselor-leader may benefit from framing the behaviors as choices as to highlight the cognitive process of one’s actions.     

The goal of the check in process is to get students to identify and show their feelings without openly communicating them.  This gives the students the ability to work towards being more expressive in how they will communicate feelings in activities to come. The following student based mindsets and self-management skills will help fluidly move along this lesson and help in future lessons (ASCA, 2019):

B-SS 1

B-SS 2
B-SS 4
B-SSMS 7
M1-M5 (each mindset is important in this activity due to the nature of creating a positive mindset)
As an exit slip from the toothpaste activity the students will be asked to fill in a Toothpaste Activity Reflection sheet.  This will give the student a chance to reflect on what they learned from the activity and how they can use what they learned to make good choices in the future.   

Processing Considerations: Through this process the children will be able to explore the concept of how words are like toothpaste.  This lesson truly gives students the ability to visualize the concept of words leaving their mouth.  The focus of the lesson is to have students understand why it is important to think before they speak, because once it is said it can’t be taken back.  By having this lesson be included in the norming stage the students will be able to gain powerful insight on how powerful words can be if a situation of bullying were to arise.  It is also important in between lessons to engage in conversation with the parents/guardian and teachers in order to keep the lines of communication open (Sink, 2012).

Closing Ritual: Students will share one important thing from today's session. This could be something that really stuck out to them, surprised them, or something they learned. They are welcome to share whatever they feel called to say to reflect on the group for the day and will be prompted to explain why that was important for them. Students will be reminded of when the next group session will be. Students will place their thumbprint on the heart by the door as they leave.

 OPENING RITUAL:
Students will place their piece on the feelings chart that we use each week. The counselor will facilitate a discussion with students about what is effecting how they are feeling.  

Ask the students what would change their feeling rating. Some examples may be: 
·         How would you feel if you played with your best friend at recess?

·         How would you feel if you got picked first for a team at gym? 

·         How would you feel if you got picked on, or were excluded at recess? 

·         How would you feel if someone told you to leave them alone? 

This activity aims to gauge the member's emotional state, and bridges content from the previous session. This activity explores how our experiences effect our emotions, which primes the students for the Stop-Walk-Talk role playing activity.
 
 Activity:

1. Ask students how they typically respond when another student is bullying them.

2. Ask the students how this has gone, in past interactions. Did their response work, did the bullying continue, or did they get into an altercation, etc.

2. Introduce the concepts of “Stop, Walk, and Talk”. (The group will also watch the attached youtube video)

            a. When confronted with bullying behavior, the student will say “Stop”.

            b. If the bullying continues, the student will walk away.

            c. If the bullying continues, the student will talk to an adult.

3. Have the students create hand signals for the three steps: Stop, Walk, & Talk. 

4. Select two members, ideally volunteers, at a time to practice using this technique with each other. 

5. Repeat this until every student has a chance to practice. 

6. Ask students what they will do, if someone uses the Stop, Walk, & Talk signals on them. 

7. Remind students that this was an exercise practice, and that outside this exercise, they should respect their peers and friends request to “stop”. 

 

 

CLOSING RITUAL:
1. Ask the students what they found helpful or identify what they learned. 

2. Have students identify examples of when they could have used this technique, or when they might use this skill. 

3. Have students assess their level of confidence using this skill. Are they comfortable doing this, unsure, or uncomfortable? This can be measured with the thumbs up, thumbs down from the beginning of the session. 

4. Leave a few minutes available at the end of the session to address any member concerns.
5. Students will add another thumbprint to the heart on their way out the door.
 
 GOALS AND OBJECTIVES

Students will identify appropriate ways to respond to bullying, and learn how and when to use “Stop, Walk, and Talk”. This activity aims to promote positive peer relationships by preparing students to react appropriately to negative behaviors (B-SMS7, ASCA, 2019).
 
 PROCESSING CONSIDERATIONS

To generate some reflection & prepare the students for the Stop-Walk-Talk practice:

Practicing Stop-Walk-Talk:

1. Students will place their piece on the feelings chart when they walk in the room. This will give the counselor insight to how the students are feeling that day and will be helpful to identify students who may benefit from a one-on-one discussion.  
2. Welcome students and discuss the previous lesson. Ask students how they applied the lesson to their daily lives. 

3. Begin lesson by discussing how some people treat others differently if they are not like them or their family and friends. Ask students why everyone deserves a friend. 

4. Icebreaker activity: Diversity worksheet.  

1. Explain directions: 

2.  After students play the game, we will discuss what they learned about each other. 

3. Then, we will ask the students what their final partners said about the last topic of “a friend is someone who____”, with common answers being “nice”, “friendly”, “funny”, etc. 

4. We will point out that no one (most likely) said a friend is of the same race, culture, speak the same language, etc.  

5. We will then discuss how character is more important than differences.

CLOSING RITUAL:

1. We will ask students what they learned about differences and similarities, and the meaning of friendship. Students can respond to how we should treat each other despite differences. 

2. We will thank students for joining and participating, and remind them of next week’s session. 
3. Students will add another thumbprint to the heart that we have been creating as they walk out the door. 

GOALS AND OBJECTIVES
The lesson will embrace diversity and differences amongst each other, bringing to their consciousness that bullying others different than they are is hurtful and unnecessary. Likewise, another goal is that students will begin to embrace their own differences.

The students may not process the lesson in the same manner as one another. While the lesson was crafted for their developmental level, there are possibilities that some students will over focus on similarities. Using the Choice Theory approach, we as counselors will want to stress how their wants may not align with their best interest (Capuzzi & Stauffer, 2012). Thus, if they want to be friends with only similar peers, it is necessary to explain how they can evaluate how their behavior makes others feel. They also will be reminded that they have choices: that is, they can report bullying and feelings of being excluded for their own differences.

PROCESSING QUESTIONS
1. What did you learn about differences and similarities between one another?
2. What does friendship mean now that you completed this activity?
3. How would it feel if someone else didn't want to be your friend for reasons you can't control?

Behaviors:
Learning Strategies

Self-Management Skills

Social Skills

After completing opening rituals and reviewing group expectations, the counselor will show the group a picture of a mountain sticking out of the water. The mountain is labeled “behaviors.” Under the water line, there is a label of “thoughts”, and further down is the label of “feelings.” The counselor explains to group members that we can observe each other's behaviors, giving examples of some, but that we are not able to observe the thoughts or feelings that happened within the person to invoke the behaviors. At this point, the counselor will give some examples of feelings they have experienced and how they link with their thoughts and behaviors. Group members will then be asked to complete a chart based on some feelings they have had, and identify the behavior that followed. After the students have had some time to reflect on their own experiences, the group will share out with each other. This will give the group the opportunity to understand one another and learn more about themselves. 

By the end of this activity, the group members will be able to more effectively recognize their emotional responses, as well as identify the link between their thoughts and feelings. Group members will also have a better understanding of the differences between their behaviors in comparison to their peers. 

This activity belongs in the working stage. It should be conducted once group members have become comfortable with one another and they are able to talk freely. This way, members will be able to give each other feedback and reflect on their similarities and differences (Corey et al., 2018). For example, Marcy’s chart says that she feels frustration and thinks to herself, “I’m not good at doing anything.” She notes that the behavior following this thought is shutting down. She reflects on this saying that she thinks that people might make fun of her and it’s easy to refuse to do work so they won’t. Ashlyn responds to Marcy’s reflection by saying, “Man, I wish I could do that. I always blow up and then I get in trouble. Sometimes people don’t want me to work with them because they're afraid I’ll explode.” This interaction allows the group members insight into each other’s experiences, opening up their perspective and allowing more room for self-reflection.

Closing Ritual
After completing the activity, students will get the feeling wheel out again and share how they are feeling after doing the work of the group. Students will explain why they feel this way. Some students might choose new feeling words, and some might choose the same feeling words. This is okay. On their way out the door, students will add another thumbprint to the heart that we have been creating over the course of this group.

Considerations
Some students may need assistance reading the feeling words, as they may not be words they regularly need to read. The group leader will need to be aware of students emotions when they are sharing examples of their feelings, thoughts, and behaviors because students could become upset while reflecting on these experiences. 

Closing Ritual
Towards the end of the session, students will be asked to share one way that they will use this information in real life when they leave the group. As students share, they will add their last thumbprint to the heart that they made throughout the course of the group. Once all students have shared and thumbprints have been added, the counselor will gather the members together to take a picture with what they created. During this time, the counselor will facilitate a conversation with students about the heart not being the only thing they made while they were there. Through the prompts, students will discuss making/strengthening friendships, learning new things, and feelings of acceptance.

Considerations/Processing 
Because students will be aware, and continually reminded, that this is the last group together, the counselor should be prepared to handle tough emotions throughout the session. Group members may feel fear surrounding the idea that they will not be meeting regularly and have the other members there for support (Corey et al., 2018). The counselor's role during these moments of intense emotions will be to help walk students through them. Allowing students the space to feel upset by the end of the group, but assisting them with embracing those feelings and focusing on what they have learned about bullying and relationships from being in the group is something that the counselor should try to do during these times. 
Some questions that could be asked during this session are: 

Students in grades 3 and 4 are generally between the ages of 8-10 years old. During this time, they are transitioning from being a little kid, to being a big kid. They are usually taking on more responsibility, both at home and in school. Their bodies are developing at a quicker rate than previous years, and they can be very moody (Wood, 2007). Students in these grades are very individualistic. They are experimenting with friendships and learning what kind of person they want to be. They want to feel special, but they crave being part of a group (Wood, 2007). Because of these factors, there is often a change in status quo among groups of students in these grades. It is not uncommon for students in this age group to use bullying to influence the ranking of themselves or others (van der Pleog et al., 2020). Bullying at this age can be very complex (van der Pleog et al., 2020). Depending on the status of students involved, students may go back and forth in bullying one person, or a group of people. This can make students withdraw and have difficulties maintaining other friendships, as well as fall behind in their academics. 

Bullying in this age group is often linked to getting the upper hand in friendships (van der Pleog et al., 2020). As this is an unhealthy way to earn and keep friendships, it is the job of adults who work with the students to help them through this transitional phase without hurting others. Bullying is not limited to the bully and the victim (van der Pleog et al., 2020). It also affects the bystanders of the bullying. If the group norm is negative, it will continue to have an effect on anyone who comes into contact with the situation. For example, a student may be bullied in math class, but when they switch classes and the bully is no longer with them, they may not be able to concentrate on the new class. This lack of focus, in turn, affects their grades and may cause extra work for the teacher to provide academic interventions for this student. It continues to trickle into the world. School counselors believe that students have the right to an environment that is accepting and supportive (ASCA, 2020). It is our job to provide students with behavior interventions to stop bullying so school can be a safe place for all students. 

The school counselors of Buckeye Elementary want to know how you feel about the experience you had in our Bully-Free Buckeyes Group. Please circle the number that best matches your group counseling experience. 

1- Strongly Disagree

2- Disagree

3- Not Sure

4- Agree

5- Strongly Agree

It is easier for me to talk about my feelings. 

1 2 3 4 5

1 2 3 4 5
I learned a lot about the topic of bullying while participating in this group.

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5